Aug 2026· Teaching and Learning in Communication Sciences & Disorders· Vol 10· 0 citations
TL;DR
Quantitative and qualitative data revealed improved perception of IPCP and appreciation of opportunities to interact with other disciplines and an intentional IPE curriculum not only has the potential to impact the SLP graduate students learning but has the potential to facilitate a more holistic and meaningful plan of care for the clients they work with.
Abstract
ASHA requires that SLP graduate programs facilitate opportunities for interprofessional collaborative practice (IPCP). Research suggests that IPCP initiatives should be integrated throughout the curriculum, rather than isolated interprofessional education (IPE) experiences. 15 first-year SLP graduate students participated in a year-long IPE curriculum focused on the IPEC Core Competencies. Quantitative and qualitative data revealed improved perception of IPCP and appreciation of opportunities to interact with other disciplines. Students noted that SLP graduate programs should integrate IPCP opportunities because they set them up for success with collaboration and help remove the SLP “silo.” Finally, students reported that they plan to use the knowledge and skills gained from the IPE curriculum by prioritizing clear communication, providing collaborative services, developing relationships with other professionals, and demonstrating respect for other professionals. An intentional IPE curriculum not only has the potential to impact the SLP graduate students learning but has the potential to facilitate a more holistic and meaningful plan of care for the clients they work with.
Examination of participation in Sim IPE influences DPT and MS-SLP students’ development of interprofessional practice competencies utilizing the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) and 4 open-response questions revealed 3 main themes: Patient Care is Enhanced Through Collaboration, Communication with Team Members is Key to Success, and Professional Roles and Scope of Practice.
Sheri Kiami, Sarah C. Young-Hong, Wendy C. Georgan et al.· Journal of Acute Care Physic...· 0 citations
Effective interprofessional communication (IPC) is a core competency for safe, collaborative patient care, yet its structured teaching within undergraduate medical curricula remains highly variable across institutions and countries. This scoping review maps the pedagogical models, assessment approaches, and implementation barriers reported in the literature on IPC skills education for undergraduate medical students. Following the Arksey and O'Malley (2005) framework and reported in accordance with the PRISMA Extension for Scoping Reviews (PRISMA-ScR; Tricco et al., 2018), a search strategy was developed for Google Scholar, combining terms for “interprofessional communication,” “interprofessional education,” and “undergraduate medical education.” Eligible sources described educational interventions, curricular models, or evaluation approaches for IPC skills involving undergraduate medical students, published in English between 2015 and 2026. The literature converges on four themes: (1) competency frameworks (IPEC, WHO) that anchor curriculum design; (2) diverse pedagogical modalities, ranging from structured communication tools and interprofessional ward rounds or bedside teaching to simulation center activities and emerging technology enhanced formats; (3) a fragmented assessment landscape combining attitudinal, self reported, and observed performance instruments; and (4) recurring implementation barriers, curricular misalignment, scheduling conflicts, and limited faculty preparedness, alongside facilitators such as institutional commitment and early, longitudinal curricular integration.
These findings explore IPE implementation among a unique constellation of professions that are rarely included in IPE literature and can provide insight for starting, re-evaluating, and improving IPE education and practice.
S. Agbeyaka, Sara A. Harper, Vicki Simonsmeier et al.· Journal of Continuing Educat...· 0 citations
The attitudes of first-year medical and physician associate (PA) students toward the team approach to care are explored and focus group data suggested that both medical and PA students agreed that their education benefitted from IPE sessions and that their ability to practice effectively as part of an interprofessional team would be enhanced as a result.
Pauline Joyce, Michelle O’Toole, Elizabeth Dolan et al.· Journal of Interprofessional...· 0 citations
Interprofessional collaboration (IPC) and intraprofessional collaboration (IntraPC) are core competencies in interprofessional education (IPE), but resident physicians often encounter difficulties in practice. Understanding residents’ perceptions of IPE is essential for developing effective education. This scoping review aims to map and synthesize existing literature on residents’ perceptions of IPE. A systematic search was conducted on the PubMed and ScienceDirect databases. The selection process followed the PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) framework. Data from eligible studies were extracted and analyzed thematically. Ten studies met the inclusion criteria from 337 identified articles. Thematic analysis revealed four interrelated main themes regarding residents' perceptions of IPE. These themes included “knowledge, skills, and attitudes,” as well as implications for medical education that highlight the urgent need for a formal, structured, and longitudinal IPE curriculum, utilizing methods such as simulation and discussion-based learning. Residents' perceptions of IPE are characterized by tension between cultural barriers and systematic drivers of collaboration. The gap between these barriers and drivers of collaboration underscores the need for residency programs to proactively integrate ongoing IPE training to prepare residents for collaborative challenges in clinical practice.
D. Wardhana, I. Yusuf, S. As'ad et al.· Korean Journal of Medical Ed...· 0 citations
Interprofessional education (IPE) is increasingly implemented to prepare health professions students for collaborative practice. This exploratory pilot examined how medical and nursing students experienced and applied interprofessional communication and teamwork in clinical practice after a simulation based IPE session. This exploratory mixed-methods pilot study involved eight third year medical and nursing students at a Vietnamese medical university. Students completed the Students’ Perceptions of Interprofessional Clinical Education–Revised (SPICE R2) questionnaire before and after the session and submitted reflective essays 3 months later. Quantitative data were analyzed descriptively using Wilcoxon signed rank tests, and essays were examined using inductive reflexive thematic analysis. SPICE-R2 scores increased across all domains from pre- to post-test. The total median score rose from 3.90 (interquartile range [IQR], 3.83–4.38) to 4.60 (IQR, 4.40–4.83) (p=0.01). Thematic analysis generated five themes describing movement from parallel to shared care, greater use of structured communication, clearer appreciation of roles, recognition of shared responsibility for patient safety, and persisting barriers related to hierarchy and workload. This study suggests that a simulation-based IPE session can support students’ interprofessional communication and teamwork, though barriers related to hierarchy and workload persisted. Future research with larger, multi-institution samples and richer data sources is needed to understand how these skills are sustained in practice.
Hoang Minh Nguyen, Vu Quoc Huy Nguyen, M. T. Nguyen et al.· Korean Journal of Medical Ed...· 0 citations
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